Exploring the Experience of Teachers in Management of discipline among the Students using Mentorship in Secondary Schools in Thika West Sub-County, Kiambu County-Kenya

Abstract

Formal education conducted through a schooling system in contemporary society is key to the integral development of persons and in turn, societal development. It provides an opportunity to enhance holistic development including physical, cognitive, social, emotional, and moral guaranteeing a prosperous society. We utilized a qualitative phenomenological study design, using a face-to-face interview to collect data from 10 secondary school teachers in Thika sub-county-Kiambu County. Audio-recorded data was transcribed and analysed using an inductive thematic approach, and results were presented in narrations. Results revealed that mentorship is a new approach in schools. Different measures which included Preventive measures, Supportive discipline, and corrective measures were utilized in managing discipline among the students. Challenges involved in mentorship programs included inadequate time, lack of training, and Lack of, or weak structures to sustain effective mentorship programs. Mentoring as a model for managing discipline is a new approach that is not well entrenched in schools. It has challenges and therefore requires a lot of support and empowerment for teachers to be able to domesticate it in their cultures and day-to-day engagement with students. Therefore, to use alternative approaches in disciplining students, it is imperative to equip teachers with adequate skills to cultivate cooperative relationships that encourage students to be open and close to being mentored and guided. In addition, there should be concerted efforts by the school Boards of Management (BOMs) as well as the government through the Ministry of Education to capacity build the parents through seminars and workshops to appreciate their role in their children’s discipline to promote sustained and seamless support of the children.